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Computer science has been a discipline for some years, and its position in the school curriculum has been contested differently in several countries. This paper looks at its role in three countries to illustrate these differences. A reconsideration of computer science as a separate subject both in primary and secondary education is suggested. At EDUsummIT 2015 it was argued that the major rationales for including computer science as a subject in the K-12 curriculum are economic, social and cultural. The paper explores these three rationales and also a beneficence matrix to assist curriculum designers. It also argues computer science is rapidly becoming critical for generating new knowledge, and should be taught as a distinct subject or content area, especially in secondary schools. The paper concludes by looking at some of the key questions to be considered when implementing computer science in the school curriculum, and at ways its role might change in the future.

Controversy and fanfare accompanied the announcement in 2010 by Mattel, Inc. of the Barbie® doll's 126th career--computer engineer. Even though women have been and still are in a minority in the information technology (IT) and computer science (CS) fields, enough women voted for the computer engineer as the next career for Barbie® on Mattel's website that it won the overall vote, while the winning choice voted for by young girls was news anchorwoman. The discrepancy resulted in Mattel producing Barbie® dolls in both careers. This paper reports the results of a survey completed by women in the IT and CS fields regarding their attitudes about and purchases of Computer Engineer Barbie®.

This paper reports on progress and conclusions of two-year research of gender issues in studying computer science at Department of Mathematics and Informatics, Faculty of Science, University of Novi Sad. Using statistics on data gathered by a survey, the work presented here focused on identifying, understanding, and correlating both female and male students' performance, professional motivation, ambition, confidence level and attitudes towards differences, learning quality and nature of the field. Results show agreement with theoretical predictions and significant improvement over previous efforts; providing profound implications for future studies of gender-sensitive IT education in the region and beyond. (Contains 11 tables.)

This paper aims at explaining the outcomes of information technology education for international students using anthropological theories of cultural schemas. Even though computer science and engineering are usually assumed to be culture-independent, the practice in classrooms seems to indicate that learning patterns depend on culture. The situation in a college in Finland is evaluated based on study records, surveys on learning experiences, learning logs by students and classroom observations. Reasons for the educational outcome are discussed theoretically using cultural anthropology and the socio-cultural theory of learning. The universality of Western scientific thinking is questioned, and a need to recognise different cultural schemas in the thinking of international students is acknowledged. The study concludes that a view of human cognition as social and embodied gives new insights to information technology education when there is a great diversity of student backgrounds and their culturally produced mental schemas. (Contains 2 figures and 2 tables.)

Although nearly every college offers a major in computer science, many computer science teachers at the secondary level have received little formal training. This paper presents details of a project that could make a significant contribution to national efforts to improve computer science education by combining teacher education and professional development. A computer science endorsement program will prepare preservice teachers in: basic skills and concepts, programming, algorithm design, computer system components, data bases, and social issues related to computer use. A series of professional development workshops will improve the content knowledge of current teachers, enabling them to teach computer science concepts and information technology fluency.

The issue of plagiarism is discussed in the context of university education in disciplines related to computing. The focus is therefore mainly on software plagiarism. First, however, a case is made for the claim that the most important reason that plagiarism cannot be tolerated lies in the essence of the concept of a university as it is rooted in the Western cultural tradition. The main contribution of this paper is in providing firsthand insight into students' views on some of the delicate questions related to student plagiarism. However, this paper presents views from both sides of the question, including the views of staff members. This paper is quite unique in that it is coauthored by students who provide independent comments and recommendations. [ABSTRACT FROM PUBLISHER]

This paper studies the output of South African universities in terms of computing-related doctorates in order to determine trends in numbers of doctorates awarded and to identify strong doctoral study research areas. Data collected from a variety of sources relating to Computing doctorates conferred since the late 1970s was used to compare the situation in Computing with that of all doctorates. The number of Computing doctorates awarded has increased considerably over the period of study. Nearly three times as many doctorates were awarded in the period 2010-2014 as in 2000-2004. The universities producing the most Computing doctorates were either previously "traditional" universities or comprehensive universities formed by amalgamating a traditional research university with a technikon. Universities of technology have not yet produced many doctorates as they do not have a strong research tradition. The analysis of topic keywords using ACM Computing classifications is preliminary but shows that professional issues are dominant in Information Systems, models are often built in Computer Science and several topics, including computing in education, are evident in both IS and CS. The relevant data is in the public domain but access is difficult as record keeping was generally inconsistent and incomplete. In addition, electronic databases at universities are not easily searchable and access to HEMIS data is limited. The database built for this paper is more inclusive in terms of discipline-related data than others. [ABSTRACT FROM AUTHOR]

Informatics education has been in a cul-de-sac for several years (not only in Hungary), being less and less able to meet the needs of the industry and higher education. In addition, the latest PISA survey shows that - to put it a little strongly - the majority of the x-, y- and z- generations are digital illiterates. The aim of this paper to examine what could be done in order to improve the situation. [ABSTRACT FROM AUTHOR]

Computer science education should not be based on short-term developments but on content that is observable in multiple domains of computer science, may be taught at every intellectual level, will be relevant in the longer term, and is related to everyday language and/or thinking. Recently, a catalogue of central concepts for computer science education such as algorithm, computer, and data has been empirically determined. This paper now concentrates on central processes relevant for computer science education. Experts of computer science rated 44 general-education processes regarding four criteria. By using a cluster analysis approach the following central processes for computer science education have been identified: problem solving and problem posing, analyzing, generalizing, finding relationships, classifying, and investigating. [ABSTRACT FROM AUTHOR]

Traditional instructional methodology in the Information System Design (ISD) environment lacks explicit strategies for promoting the cognitive skills of prospective system designers. This contributes to the fragmented knowledge and low motivational and creative involvement of learners in system design tasks. In addition, present ISD methodologies, including web design methodologies, do not focus sufficiently on technological problem solving and design. Engagement in system design tasks demands critical thinking [Shelly, Cashman&Rosenblatt, 2001, Systems Analysis and Design, 4th edn. Course Technology, Boston] and abstraction skills [Harris, 1999, Systems Analysis and Design for the Small Enterprise, The Dryden Press, Harcourt Brace College Publishers, Fort Worth]. The aim of this paper is to explain a synergy between the technological process and web design methodology and its influence on the development of the cognitive skills of learners in the ISD context. In this research, the Team Structure Software Process (TSSP) methodology was integrated with the stages of the technological process. An interface approach between Information Systems and Technology Education was adopted during the implementation of an Instructional Web Design Program (IWDP), which served as a framework for building a software product. This research was based on a qualitative, action-research approach where individual interviews, focus group interviews, observation and document sources were used to gather data. Seventeen students at an institution of higher education were observed and their experiences were investigated through a focus group interview, journals and an essay. In addition, an interview with the teacher was conducted to investigate her thoughts and feelings during the implementation of the IWDP. During the implementation of the IWDP, multi-method learning was promoted, enlarging learners' insight into the design process and a climate for enhancing intellectual processes and skills created [Jakovljevic, 2002, An Instructional Model for Teaching Complex Thinking through Web Page Design, DEd thesis, Rand Afrikaan University, Johannesburg] [ABSTRACT FROM AUTHOR]

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Abstract: It is a unique challenge to teach programming and application development to students pursuing an IT degree other than computer science. Using simple visual computing as a medium to teach programming can be very helpful in such situations as it enables programmes that produce pictures rather than raw text and data. This paper describes a semester-long experience of using image processing as the theme in a course to teach programming and program design to students of information systems. Students progressively built a fairly complete image processing application from scratch in a bottom-up fashion using Java. They first concentrated on using low-level constructs like arrays and implemented several operations on them, and then supplemented their programs with features like a GUI complete with “undo–redo” features and capabilities to handle most standard image file formats. Not only did this approach satisfy all the objectives of a typical programming course but also enabled students to develop meaningful applications from scratch with “standard” features. Our classroom was composed of a mix of undergraduate and graduate students lacking sufficient programming background. A comparative analysis shows improvement in student performance when using image processing rather than not. With minor variations, our approach can be fit to courses for other majors where programming is considered useful but not critical. [Copyright &y& Elsevier]

Given the ubiquity of multimedia technology, it is important that Computer Science students not only learn the basics of multimedia design, but also gain hands-on experience with applications of the technology. This paper describes the integration of multimedia concepts and tools into a Computer Science curriculum. An NSF-sponsored Multimedia Laboratory, was established and used to support three senior-level courses: software engineering, computer graphics, and computer networks. Curriculum development activities, laboratory exercises, and the role of course projects are described. [ABSTRACT FROM AUTHOR]

Underrepresented populations such as women, African-Americans, and Latinos/as often come to STEM (science, technology, engineering, and mathematics) careers by less traditional paths than White and Asian males. To better understand how and why women might shift toward STEM, particularly computer science, careers, we investigated the education and career direction of afterschool facilitators, primarily women of color in their twenties and thirties, who taught Build IT, an afterschool computer science curriculum for middle school girls. Many of these women indicated that implementing Build IT had influenced their own interest in technology and computer science and in some cases had resulted in their intent to pursue technology and computer science education. We wanted to explore the role that teaching Build IT may have played in activating or reactivating interest in careers in computer science and to see whether in the years following implementation of Build IT, these women pursued STEM education and/or careers. We reached nine facilitators who implemented the program in 2011-12 or shortly after. Many indicated that while facilitating Build IT, they learned along with the participants, increasing their interest in and confidence with technology and computer science. Seven of the nine participants pursued further STEM or computer science learning or modified their career paths to include more of a STEM or computer science focus. Through interviews, we explored what aspects of Build IT influenced these facilitators' interest and confidence in STEM and when relevant their pursuit of technology and computer science education and careers. [ABSTRACT FROM AUTHOR]

The article explores the first phase of a project intended to empower Information Technology (IT) teachers in rural schools in the North-West province of South Africa. It cites the use of qualitative research methodology in identifying the experiences of teachers in teaching a difficult subject like IT. Findings revealed mutual challenges in terms of Internet access, lack of technical support and lack of computers at home. Recommendations to address the needs of rural schools are provided.

Each of the 16 federal states of Germany has its own school system and also its own policy to integrate informatics, computer science or ICT into this system. Till present there aren't any tests of students' knowledge on a nation-wide level. Therefore nation-wide or international contests currently offer the only opportunities to compare the knowledge of the participating students on a large scale level. By evaluating the overall performance of the students of different federal states, we were able to compare the effectiveness of different approaches of teaching Informatics at secondary schools. [ABSTRACT FROM AUTHOR]

With unprecedented access to open and free digital resources, applications, and data, educators can draw upon a bounty of educational tools. A new initiative enables computing educators and students to more easily find, use, and share these resources. [ABSTRACT FROM AUTHOR]

Educators in the computing fields are often familiar with the characterization of computing as a combination of theoretical, scientific, and engineering traditions. That distinction is often used to guide the work and disciplinary self-identity of computing professionals. But the distinction is, by no means, an easy one. The three traditions of computing are based on different principles, they have different aims, they employ different methods, and their products are very different. Educators in the field of computing should be aware of the fundamental differences between the traditions of computing so that they can offer their students a truthful and balanced view about computing branches. In this article the three traditions of computing are presented and some of their underlying assumptions, principles, application areas, restrictions, and weaknesses are portrayed. Also, some of the landmark arguments in the debates about the identity of computing disciplines are discussed. [ABSTRACT FROM AUTHOR]

A review of the international research literature pertaining to gender and information technology (IT) schooling reveals changing ideas about what constitutes a gender problem. Much of the literature is concerned with gender differences in computer uses and interests and perceived disadvantages accruing to females as a result of these differences. This reflects and contributes to a dominant liberal equity discourse. Growing awareness of the limitations of earlier research, the changing nature of IT schooling, contradictions in students' computer interests and dissatisfaction with simplistic explanations has led, however, to post-structural rethinking and the emergence of a critical discourse. Assumptions of essential differences and deficit ways of thinking are challenged. Persistent gender differences in IT use are explored in their social complexity and the very notion that there is a gender problem is problematised. This presents a different and ultimately more satisfying way of thinking about the problem of gender and IT schooling. [ABSTRACT FROM AUTHOR]

Problem: This teaching case presents the authors' experience planning, teaching, and evaluating a semester-long course within a computer science undergraduate program; the aim of this course was to develop soft skills that enable students to actively contribute within multicultural and transdisciplinary teams. Research question: How can an undergraduate-level course help computer science students better understand the multicultural and interdisciplinary scenarios that compose today's working environment? Situating the case: The literature review contextualizes the case as part of a broader group of literature concerned with curricular reforms that replace the traditional emphasis on memorization of fixed disciplinary knowledge with what have been called “21st Century Skills.” In addition, it builds a theoretical framework followed by the course that brings together Hofstede's Cultural Theory and Vygotsky's ideas regarding the social formation of the mind. Methodology: The researchers conducted two studies with a group of 62 students who participated in the course. The first one measured how students appropriated the concepts presented in the course and learning outcomes. The second one evaluated the students' perception of the course a year after they had enrolled in it. About the teaching case: Results show that the vast majority of students appropriate the concepts of the theoretical framework used throughout the course. In addition, most students perceive the courses' contribution to their professional lives positively—particularly regarding understanding cultural and transdisciplinary issues. A small group does not consider a course like the one proposed to be useful. Conclusions: The implication of this teaching case is that the ability to communicate effectively with a range of audiences is something that can be addressed directly by a specifically designed course within a computer science curriculum (rather than exclusively being a secondary outcome of other courses). The limitations of the study are that it presents the authors' own teaching experience (therefore, it is not a third-party report) and that it uses pretesting and posttesting as an asessment tool for multicultural and transdisciplinary abilities. Future work would show how similar experiences could be conducted across other cultural scenarios and possible ways in which to engage the small group of students who do not consider the course useful. [ABSTRACT FROM PUBLISHER]

The "incomplete" education of many of computing's most inventive thinkers is more akin to artists, where time in the academy is followed by a break out and invention of new forms. [ABSTRACT FROM PUBLISHER]